ADAPTIVE ATTENDING BEHAVIOR--MENTALLY RETARDED CHILDREN

已经很好地确定了患有低MA的儿童--两者 智障儿童和年轻的非智障儿童--有困难 掌握复杂的关系任务，如奇特和匹配 样本。本提案详述了设计的一系列研究 以展示我们所说的适应性的促进作用 出勤行为。在关系学习的背景下， 注意是适应性的，当如果它促进了相关的学习 刺激情结而不仅仅是一个人的歧视 离散的刺激维度、结构或位置。范式 要利用的包括奇数、与样本匹配、 恐惧和刺激持续时间。对刺激的操纵 熟悉度作为促进关系学习的一种手段是 每项研究的组成部分。目前的先前研究 调查人员已经提供了理论上和 基于感知的操作在中国的现实意义 引导青少年进行快速辨别学习， 在时间顺序上相似的发育迟缓儿童 年龄和智力功能对孩子们来说 参与拟议的一系列研究

It has been well established that children with low MAs--both retarded children and young nonretarded children--have difficulty mastering complex relational tasks such as oddity and match to sample. The present proposal details a series of studies designed to demonstrate the facilitation of what we refer to as adaptive attending behavior. In the context of relational learning, attention is adaptive when if facilitates the learning of a relevant stimulus complex rather than merely the discrimination of a discrete stimulus dimension, configuration or position. Paradigms to be utilized include oddity, match to sample, span of apprehension, and stimulus duration. Manipulations of stimulus familiarity as a means of facilitating relational learning are a component of each study. Previous research by the present investigators has provided evidence of the theoretical and practical significance of perceptually based manipulations in inducing rapid discrimination learning with young, developmentally delayed children who are similar in chronological age and intellectual functioning to the children who will participate in the proposed series of studies